Abstract

In order to support the professional development of high school preservice teachers during their initial university training as reflective practitioners an innovative educational design was placed in a classroom management course. With this design, inspired by the principles of the learning community (Brown, 1994), has assisted students to develop a collective discourse on their professional practice through their own issues in the secondary classroom management and their concerns during a five weeks internship. We make the assumption that the participation in the development of a collective discourse on professional practice allows students to not only reflect on their practice, but also to gain significant professional learning. Thus, our study focuses on student engagement in the development of collective discourse and actions enabling them to advance it.